Defense Date

Spring 2-21-2017

Availability

Worldwide Access

Submission Type

dissertation

Degree Name

EdD

Department

Instructional Technology (EdDIT)

School

School of Education

Committee Chair

Judith Bowman

Committee Member

Gary Shank

Committee Member

Jason Margolis

Keywords

Aesthetic Education, Critical Aesthetic Pedagogy, Critical Pedagogy, Instructional Technology, Popular Music, Popular Music Education

Abstract

This dissertation investigates the application of instructional technology within the specific context of popular music education. Synthesizing the work of Mishra & Koehler (2006) and Bauer (2014), this dissertation operationalizes a broader, more contemporary definition of instructional technology that goes beyond the traditional conception of mere instructional tool towards one that is more protean, unstable, and opaque. Research questions about technology’s impact on music education are central to this curriculum study and evolve into considerations on how the relationship of popular music and instructional technology shape a pedagogy for popular music education. Making use of principles rooted in aesthetic education, critical pedagogy, and TPACK, the curriculum created fulfills the requirements of an undergraduate program in music education mapped onto the National Association of Schools of Music standards. Presented along with a standards map are course overviews, syllabi, and lesson plans that specifically make use of the theoretical backgrounds discussed.

Format

PDF

Language

English

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